Children's and Families' Holiday Experiences is based on the recognition of the active social role of children in shaping the nature of their holiday experiences and those of their parents and other adults. The volume provides significant insights into the holiday desires, expectations, and experiences of children and their families that offer the potential for the tourism industry to plan, develop, and market products that provide a higher quality of service to these populations. This book traces the modern history of the demand for and provision of holidays for children and families. As part of this it examines the nature of the holiday desires of parents and children and the roles society and the tourism industry play in influencing these. It provides an analysis of the changing nature of the holiday desires and experiences of children as they evolve through different life stages and the influence this has on the shape of family holidays. Given increasing concerns about child safety and education, this book examines both issues within the tourism experience. Finally, the book analyses how the tourism industry caters to the needs of children and families and offers insights into how this could be improved in the future. This thorough investigation will be of interest to students, researchers and academics in the areas of Tourism, Geography and Child and Family Studies as well as the tourism Industry.

Children make up one third of all humanity. Yet too often children are perceived as merely undeveloped adults, pre-moral and innocent, remaining marginalized figures in our ethical landscape. Across diverse societies and cultures, throughout history and today, serious questions about being human and about moral behavior are almost always understood from the perspective of adulthood. Ethicist John Wall proposes a Copernican shift, contending that considerations of childhood should not only have greater importance on our ethical lives but that they should fundamentally transform how morality is understood and practiced. The experiences of children, Wall argues, should become new lenses for interpreting what it means to exist, to live good lives, and to form just communities--much in the same way that feminism legitimizes the experiences of women for the benefit of all humankind. In Part 1 Wall examines traditional Western assumptions about children that continue, for good and for ill, to ground ethical life today. Part II constructs a more fully child-responsive moral theory, using the strengths and weaknesses or our inherited historical perspectives. Part III further refines this ethical vision by considering three specific areas of social practice: human rights, family life, and ethical thinking. In each case, the point of view of childhood is shown to expand what it means to be human in social relations. This is the meaning of ethics in light of childhood: not to dismiss or minimize adult experiences of the moral life, but to widen them to include considerations of children.

Play with structure board games is developmentally appropriate for latency-age children but is seldom discussed in the child therapy literature or seen as therapeutically useful. This book describes ways that structured board games can reveal the internal psychodynamic working of the child and can be understood as projective material. Clinical examples of children's play reveal parallels between their dramatic and their board-game play. Both show unconscious content, defensive needs, and interpersonal and transferential relationships. As therapists, we can search for the same underlying dynamics we would look for in these other symbolic expressions."This book also discusses a child's developmental changes and how the dramatic, magical play of childhood is replaced by the structured, rule-oriented play of the middle years. Therapists must sensitively follow hem in this development, rather than force them to continue the more regressed play of childhood or push them prematurely into the verbal world of adolescents and adults. Children's Use Of Board Games in Psychotherapy demonstrates ways to work with the material which children give us at this stage, even when expressed in the form of structured games.

Although most Latin American countries are considered middle-income nations, their child health and well-being statistics overall compare poorly with those of the United States. This volume, representing the fifth part of Project Latin America 2000 from the Helen Kellogg Institute for International Studies, brings together contributors from the U.S., Latin America, and organizations such as UNICEF to consider the physical, educational, social, legal, and economic status and progress of children throughout Latin America, focusing especially on health and rights issues.

In chapters concerning health, experts in biology and medicine address such topics as trends in malnutrition and undernutrition, iron deficiency, inadequate sanitation, and contaminated water. Other articles on children's rights contributors from the social sciences and public policy consider a wide range of issues, including youth violence and homicide, child labor and education, adolescents and the penal system, and future prospects for children's rights. All of the articles contribute to a more complete understanding of the situation of children in contemporary Latin American development, creating a storehouse of information that will be useful to both scholars and policymakers.

These contributors show that as long as children in Latin America remain victimized by poverty, malnutrition, injustice, and violations of human rights, the many challenges of development must be addressed in ways that will protect children as well as support growing economies. they bring into focus the interdependence of all aspects of change, which must be acknowledged if children are to be both rightful beneficiaries and effectiveparticipants in the continuing development of Latin America.

This collection of international research and collaborative theoretical innovation examines the socio-cultural contexts and negotiations that young people face when growing up in rural settings across the world. This book is strikingly different to a standard edited book of loosely linked, but basically independent, chapters. In this case, the book presents both thematically organised case studies and co-authored commentaries that integrate and advance current understandings and debates about rural childhood and youth.

Despite society's current preoccupation with interrelated issues such as obesity, increasingly sedentary lifestyles and children's health, there has until now been little published research that directly addresses the place and meaning of physical activity in young people's lives. In this important new collection, leading international scholars address that deficit by exploring the differences in young people's experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies.

The book places young people's everyday lives at the centre of the study, arguing that it this 'everydayness' (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. By allowing the voices of young people to be heard through these pages, the book helps the reader to make sense of how young people see physical activity in their lives.

Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book powerfully refutes the argument that young people are 'the problem' and instead demonstrates the complex social constructions of physical activity in the lives of young people. Young People, Physical Activity and the Everyday is essential reading for both students and researchers with a particular interest physical activity, physical education, health, youth work and social policy.

Young people grow up in varied circumstances with different priorities and perspectives. While youth does not exist as a single group we need to understand what is happening in young people's lives. Rethinking Youth challenges the conventional wisdoms surrounding the position and opportunities of young people today and provides a systematic overview of the major perspectives in youth studies.The authors demonstrate how the concept of youth involves a tension between the social significance of age, which gives young people a common status, and the significance of social divisions. Drawing upon studies from different societies, they examine debates surrounding youth and economy, youth development, youth subcultures, youth transitions and youth marginalisation.Rethinking Youth offers a provocative critique of mainstream conceptions of youth, the programs and strategies designed for 'at risk' young people, and policy development in youth affairs. It calls for greater sensitivity to the complexities of youth, and greater emphasis on democracy and equality in dealing with the problems experienced by young people in a rapidly changing world.Johanna Wyn is Director of the Youth Research Centre at the University of Melbourne. Rob White lectures in Criminology at the University of Melbourne.

This collection centres on the experiences of disabled children and young people and aims to develop theories about their childhoods. The powerful first-hand accounts by disabled children, family members and reflections by disabled adults are aimed to inspire the reader to think and, perhaps, act in positive and productive ways about all children's lives. The authors oppose the historical global imposition of problematic views of disability and childhood and offer open discussion of responsive and ethical research approaches. New ways of thinking about disabled children's childhoods in a global context demand poverty reduction and approaches that support families and communities to recognise the contributions disabled children make.

Building on recent critical work, this volume offers a comprehensive consideration of the nature and forms of medieval and early modern childhoods, viewed through literary cultures. Its five groups of thematic essays range across a spectrum of disciplines, periods, and locations, from cultural anthropology and folklore to performance studies and the history of science, and from Anglo-Saxon burial sites to colonial America. Contributors include several renowned writers for children. The opening group of essays, Educating Children, explores what is perhaps the most powerful social engine for the shaping of a child. Performing Childhood addresses children at work and the role of play in the development of social imitation and learning. Literatures of Childhood examines texts written for children that reveal alternative conceptions of parent/child relations. In Legacies of Childhood, expressions of grief at the loss of a child offer a window into the family's conceptions and values. Finally, Fictionalizing Literary Cultures for Children considers the real, material child versus the fantasy of the child as a subject.

Norman Denzin presents a social psychological account of how the lives of children are shaped by social interaction, particularly interaction with parents and other caretakers. He examines the special language of children, their socialization experiences, and the emergence of their selfconceptions- all as they occur in natural surroundings: daycare centers, homes, playgrounds, schools, and many other places. Denzin is concerned not with sequential developmental changes during childhood, but with how children themselves enter into the processes that lead to self-awareness, socialized abilities and attribute-such as pride, perceptiveness, dignity, and poise.

Through his symbolic interactionist approach, Denzin shows how language-the key link between children and others-is required in everyday interpersonal relationships and how the sense of self develops as linguistic skills grow. He stresses the importance of play and games as processes by which children teach themselves about social behavior; he also shows that, for children, play takes on the seriousness of adults' work.

Denzin maintains that the definitions of childhood by the 1970s had become detrimentally entrenched in educational and political policies regarding children. He recommends a new definition that recognizes children as individuals seeking meaning for their own actions. This book will be valuable to all social scientists concerned with symbolic and linguistic foundations of the socialization process. A new introduction reviews developments since publication of the original edition. This book raises the interactions between adults and children to a new level.

Child labor greatly contributed to the cultural and economic success of the British Victorian theatrical industry. This book highlights the complexities of the battle for child labor laws, the arguments for the needs of the theatre industry, and the weight of opposition that confronted any attempt to control employers.

In this groundbreaking study, Linda Cusworth explores the impact of parental employment or unemployment on the educational and emotional well-being of their children. Using theoretical apparatus from Bourdieu and data from the youth survey of the British Household Panel Study, the research in this book analyzes the impact of parental employment on those born between 1978 and 1990. This study is unique in going beyond the educational achievement and later patterns of employment of the young people studied to look at the whole of children's lives, including their attitudes and aspirations, relationships and emotional well-being. The changed norms of maternal employment and the substantial increase in lone parenthood over the last few decades make this an especially important study both for academics in social and public policy and sociology, and for policy makers.

Something scary is happening to boys today. From kindergarten to college, American boys are, on average, less resilient and less ambitious than they were a mere twenty years ago. The gender gap in college attendance and graduation rates has widened dramatically. While Emily is working hard at school and getting A's, her brother Justin is goofing off. He's more concerned about getting to the next level in his videogame than about finishing his homework. Now, Dr. Leonard Sax delves into the scientific literature and draws on more than twenty years of clinical experience to explain why boys and young men are failing in school and disengaged at home. He shows how social, cultural, and biological factors have created an environment that is literally toxic to boys. He also presents practical solutions, sharing strategies which educators have found effective in re-engaging these boys at school, as well as handy tips for parents about everything from homework, to videogames, to medication.

This astute book initiates a broad discussion from a variety of different disciplines about how we place children nationally, globally and within development discourses. Unlike other books of its kind, it does not seek to dwell solely on the abiding complexities of local comparisons. Rather, it elaborates larger concerns about the changing nature of childhood, young people's experiences, their citizenship and the embodiment of their political identities as they are embedded in the processes of national development and globalization. In particular, this book concentrates on three main issues: nation building and developing children, child participation and activism in the context of development, and globalization and children's live in the context of what has been called "the end of development." These are relatively broad research perspectives that find focus in what the authors term "reproducing and developing children" as a key issue of national and global concern. They further argue that understanding children and reproduction is key to understanding globalization.

The editors of this volume are committed to the philosophy of treating emotionally disturbed children in the life milieu. Both have been intensely involved in training "online" therapists--child care workers. They are convinced that there is no one "right way" in milieu treatment, and propose a electric model for treatment.

Like many of the other writers included in this book, Whittaker and Trieschman conceive of treatment as a total life experience. Th ey do not see the individual versus the group, but the individual within the group situation. They also do not see permissiveness versus limitations, professional staff versus nonprofessional staff, or the institution versus an outside of the community.

The book is divided into two sections: the fi rst is a dialogue between the editors on current issues in residential treatment and problems in treating children. The second is a collection of readings. This is one of the first sourcebooks covering the therapeutic milieu for children in residential treatment centers, specifi cally emotionally disturbed children. It is also an excellent text for courses on the emotionally disturbed child, milieu treatment, and child welfare.

"James K. Whittaker" is The Charles O. Cressey Endowed Professor Emeritus at the University of Washington School of Social Work, Seattle where he has served as a member of senior faculty since 1970. His research and teaching interests encompass child and family policy and services including residential treatment, and the integration of evidence-based practices into contemporary child & family services. He is also series editor of Modern Applications of Social Work for Transaction Publishers.

"Albert E. Trieschman" was a Staff Clinical Psychologist at Children's Hospital Medical Center in Boston. From 1960 until his death in 1984, he was founding Executive Director of the Walker Home & School in Needham, Massachusetts.

The concept of moral panic has received considerable scholarly attention, but as yet little attention has been accorded to panics over children and youth. This is the first book to examine this important and controversial social issue by employing a rigorous intellectual framework to explore the cultural construction of youth, through the dissemination of moral panics. It is accessible in manner and makes use of the latest contemporary research by addressing some of the pressing recent concerns relating to children and youth, including cyber-related panics, child abuse and pornography, education and crime. A truly international collection, this volume features new global research focusing on the United Kingdom, Australia, Canada, South Africa, and France as well as the United States. Genuinely multidisciplinary in approach, it will appeal to researchers and students across the social sciences and humanities - from sociology and social theory, to media, education, anthropology, criminology, geography and history.

The United States is currently grappling with how to prepare our students to be computer literate citizens in the competitive technological world we live in. Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This groundbreaking book is an attempt to fill a gap in current understanding of how we become computer literate and proposes a theory of how computer literacy skills emerge in computer users.

This book offers a rich and detailed empirical account of children's play and interaction in the school playground. Drawing on the approaches of ethnomethodology and conversation analysis, 'Talk and Social Interaction in the Playground' examines the organisation of membership and social action in a game created by a group of children. It offers rich insights into the methods and practices used by children to produce play and social order, making a significant and substantial contribution to the study of talk-in-interaction, as well as to studies of children's play, competencies, and social interaction. The book demonstrates the importance of putting aside preconceived assumptions about how children talk and interact in order to reveal the situated methods and practices that children use - not because they are children, but because they are social beings. As well as appealing to scholars of ethnomethodology and conversation analysis, 'Talk and Social Interaction in the Playground' will be of interest to students and researchers in a range of disciplines, including child studies, developmental psychology, education, applied linguistics, and sociology.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research. Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These include why visual research is used how to involve children and young people as co-researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a 'visual voice' how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research. Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These include why visual research is used how to involve children and young people as co-researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a 'visual voice' how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

The child labour debate, the Child Rights Convention and the target of universal primary education in the Millennium Development Goals have drawn increasing attention to children in developing countries. Alongside, a debate has waged on the need for child participation and the appropriateness of spreading allegedly western norms of childhood. This book aims to uncover the daily life of children in selected areas in Vietnam, India, Burkina Faso, Tanzania, Nicaragua and Bolivia against the background of those debates. Children, Structure and Agency takes a close look at the activities, the aspirations and the deliberations of hundreds of poor children in the age category from 9 to 14, on the basis of a dawn-to-sunset observation over a couple of days. By empowering children to make people listen to them, children can play a more an active role in their community. The book addresses the issue of such child agency and the structural constraints to that agency. This text would be of interest to child-centred development aid organisations and scholars dealing with issues of child participation, child rights, child labour and education.

This book brings together internationally renowned academics and professionals from a variety of disciplines who, in a variety of ways, seek to understand the legal, conceptual and practical consequences of parental imprisonment through a children's rights lens. Children whose parents have been incarcerated are often referred to as "invisible victims of crime and the penal system." It is well accepted that the imprisonment of a parent, even for a short period of time, not only negatively affects the lives of children but it can also result in a gross violation of their fundamental human rights, such as the right of access to their parent and the right to have an input into decision-making processes affecting them, the outcomes of which will without doubt affect the life of the child concerned. This collection foregrounds the voice of these children as it explores transdisciplinary boundaries and examines the practice and development of the rights of both children and their families within the wider dynamic of criminal justice and penology practice. The text is divided into three parts which are dedicated to 1) hearing the voices of children with parents in prison, 2) understanding to what extent children's rights informs prison policy, and 3) demonstrating how law in the form of children's rights can help frame both court sentencing and prison practice in a way that minimises the harm that contact with the prison system can cause. The research drawn upon in this book has been conducted in a number of European countries and demonstrates both good and bad practice as far as the implementation of children's rights is concerned in the context of parental incarceration. An accessible and compelling read, this book will appeal to students and scholars of law, children's rights, criminology, sociology, social work, psychology, penology and all those interested in, and working towards, protecting the rights of children who have a parent in prison.

Although psychologists by training, John and Elizabeth Newson have more aptly been described as pioneers in social ecology; they work from the conviction that the causes and the consequences of child-rearing attitudes can fruitfully be investigated only in the framework of the total social environment in which they occur. This book continues their analysis of child rearing in an English urban setting.

To this project the Newsons have brought the rigorous research techniques of their scientific background; but they do not undervalue the practical experience of parenthood which has taught them to distrust the magical short cuts to "understanding" child development offered by the various theoretical schools of thought. They believe that much of the theory-building has been premature and that there is an urgent need for detailed descriptive studies of how parents do in fact treat their, children and, equally important, how children treat their parents: the constant two-way interaction through which the pattern of family life is evolved.

The four-year-old child has been much discussed from the angle of nursery school education: this book breaks new ground in its description of nursery-age children in the much more basic and intimate context of the home. Written without recourse to unnecessary technical jargon, it will be of absorbing interest to every intelligent parent and indeed to anyone looking for new insights into the working of our society. For teachers, doctors, nurses, and all whose profession it is to work with young children or with their families, it will be both essential and enjoyable reading.

"John Newson" and "Elizabeth Newson" in addition to this book are authors of "The Family and the Handicapped Child: A Study of Cerebral Palsied Children in Their Homes" and "Infant Care in an Urban Community." They were professors of psychology at the University of Nottingham.

The child star is an iconic figure in Western society representing a growing cultural trend which idolises, castigates and fetishises the image of the perfect, innocent and beautiful child. In this book, Jane O'Connor explores the paradoxical status of the child star who is both adored and reviled in contemporary society. Drawing on current debates about the commercialisation and sexualisation of childhood and fears about children 'growing up too soon', she identifies hostile media attention around child stars as indicative of broader social concerns about the 'correct' role and place of children in relation to normative ideals of childhood. Through reference to extensive empirical examples of the way child stars such as Shirley Temple, Macaulay Culkin, Charlotte Church and Jackie Coogan have been constructed in the media, this book illustrates both the powerlessness and the power held by this tiny band of children, and demonstrates their significance as representatives of the public face of childhood throughout the twentieth century and beyond.

This astute book initiates a broad discussion from a variety of different disciplines about how we place children nationally, globally and within development discourses. Unlike other books of its kind, it does not seek to dwell solely on the abiding complexities of local comparisons. Rather, it elaborates larger concerns about the changing nature of childhood, young people 's experiences, their citizenship and the embodiment of their political identities as they are embedded in the processes of national development and globalization. In particular, this book concentrates on three main issues: nation building and developing children, child participation and activism in the context of development, and globalization and children 's live in the context of what has been called "the end of development." These are relatively broad research perspectives that find focus in what the authors term "reproducing and developing children" as a key issue of national and global concern. They further argue that understanding children and reproduction is key to understanding globalization.